Behavior Modification Interventions

Strengthening Behaviors When a student learns a new behavior When a student learns a new behavior When a student engages in an existing behavior more than he did before When a student engages in an existing behavior more than he did before When a student continues to use an existing behavior that is already strong When a student continues to use an existing behavior that is already strong

Reinforcement Positive: Behavior is strengthened by presenting a pleasing stimulus, or reward, after the behavior occurs Positive: Behavior is strengthened by presenting a pleasing stimulus, or reward, after the behavior occurs Ex: free time once work is done Ex: free time once work is done Negative: Behavior is strengthened by removing an aversive stimulus after the behavior occurs Negative: Behavior is strengthened by removing an aversive stimulus after the behavior occurs Ex: Avoid detention for finishing work Ex: Avoid detention for finishing work

Rules for Positive Reinforcement 1. Tell your students exactly what they must do in order to receive reinforcement 1. Tell your students exactly what they must do in order to receive reinforcement 2. Only reinforce behavior that is acceptable to you 2. Only reinforce behavior that is acceptable to you

3. Keep the latency (time elapsed) between the student’s response and your reinforcement as short as possible – reinforce immediately following the response 3. Keep the latency (time elapsed) between the student’s response and your reinforcement as short as possible – reinforce immediately following the response

4. Reinforce according to a schedule 4. Reinforce according to a schedule Continuous – for unlearned behavior Continuous – for unlearned behavior Fixed – a bridge Fixed – a bridge Variable – for learned behavior Variable – for learned behavior

5. Reinforce behavior that is a step in the right direction 5. Reinforce behavior that is a step in the right direction Shaping – used whenever there is a wide gap Shaping – used whenever there is a wide gap 6. Model the behavior you want from your students 6. Model the behavior you want from your students

7. Use rewards that are reinforcing to your students, not because they are reinforcing to you 7. Use rewards that are reinforcing to your students, not because they are reinforcing to you 8. Try to use the least- artificial, least-intrusive type of reinforcer or system of reinforcement possible 8. Try to use the least- artificial, least-intrusive type of reinforcer or system of reinforcement possible

Types of Reinforcers Primary: food Primary: food Social: smile, verbal praise, attention Social: smile, verbal praise, attention Tangible: prizes, pencils, pens, puzzles Tangible: prizes, pencils, pens, puzzles Activity: free time Activity: free time Token: dispensed in place of actual reinforcers Token: dispensed in place of actual reinforcers

Choosing Reinforcers Observe the student during free time Observe the student during free time Ask!! Ask!!

Contingency Contracting Based on the Premack principle: If a high-frequency response is made contingent upon a low-frequency response often enough, the low- frequency response is likely to become more frequent in the future Based on the Premack principle: If a high-frequency response is made contingent upon a low-frequency response often enough, the low- frequency response is likely to become more frequent in the future

Rules for Negative Reinforcement 1. Use negative reinforcement, when you want to strengthen desirable behavior and there is little or no behavior to reward 1. Use negative reinforcement, when you want to strengthen desirable behavior and there is little or no behavior to reward It it’s too difficult to catch the student being “good”, catch him being “bad” and use negative reinforcement It it’s too difficult to catch the student being “good”, catch him being “bad” and use negative reinforcement

2. Make sure you do what you say you will do 2. Make sure you do what you say you will do 3. The ONLY time you might want to leave some room for negotiation is when you anticipate a power struggle – GIVE THE STUDENT A CHOICE! 3. The ONLY time you might want to leave some room for negotiation is when you anticipate a power struggle – GIVE THE STUDENT A CHOICE!

Weakening Behaviors Redirection – nonpunitive interruption of the maladaptive behavior Redirection – nonpunitive interruption of the maladaptive behavior More of a prompt or a cue

Negative Strategies Punishment: Punishment: Can lead to avoidance and/or escape behavior (lying, cheating, running away) Can lead to avoidance and/or escape behavior (lying, cheating, running away) Use it cautiously! Use it cautiously!

When to Use Punishment When the maladaptive behavior is so severe that someone might get hurt When the maladaptive behavior is so severe that someone might get hurt As a LAST RESORT! As a LAST RESORT!

How to Use Punishment Effectively Never model aggressive behavior Never model aggressive behavior Never hold a grudge Never hold a grudge Administer immediately Administer immediately Try to use a warning signal before punishing a student Try to use a warning signal before punishing a student Always do what you say you will do Always do what you say you will do Carry out the punishment in a calm manner, without losing your temper Carry out the punishment in a calm manner, without losing your temper Be consistent and always punish the same behavior Be consistent and always punish the same behavior Use a variety of punishers Use a variety of punishers

Types of Punishment 1. Reprimands: a simple word or statement the teacher says to the student to get him to stop doing whatever behavior she objects to 1. Reprimands: a simple word or statement the teacher says to the student to get him to stop doing whatever behavior she objects to Draws negative attention to the student’s behavior

guidelines Get close Get close Use an attention signal Use an attention signal Look directly at the student Look directly at the student Make reprimand as short and succinct as possible Make reprimand as short and succinct as possible Use simple vocabulary Use simple vocabulary Specify the behavior you want the student to stop or start Specify the behavior you want the student to stop or start No sarcasm No sarcasm Use an if-then statement Use an if-then statement Reprimand in your normal teaching voice Reprimand in your normal teaching voice Watch your body language Watch your body language Give the student enough time to comply Give the student enough time to comply Praise the student if he complies Praise the student if he complies Move on to a more severe consequence if he doesn’t! Move on to a more severe consequence if he doesn’t!

2. Response Cost: Any time you take something away from a student that she has or expects to have, in order to weaken a behavior 2. Response Cost: Any time you take something away from a student that she has or expects to have, in order to weaken a behavior

Rules for Response Cost Remove whatever you told the student she would loose as quickly and as quietly as possible Remove whatever you told the student she would loose as quickly and as quietly as possible Let the student know what she is losing, why she is losing it, how she might earn it back, and what will happen if she continues to misbehave Let the student know what she is losing, why she is losing it, how she might earn it back, and what will happen if she continues to misbehave Don’t overuse! Don’t overuse! Collect data ahead of time to determine the severity of the cost or fine Collect data ahead of time to determine the severity of the cost or fine If the student becomes upset at the fine, try to ignore any emotional outbursts If the student becomes upset at the fine, try to ignore any emotional outbursts

when to us it………………. Response cost has demonstrated efficacy with a number of behaviors: Response cost has demonstrated efficacy with a number of behaviors: Off task Off task Disruptive behavior Disruptive behavior Noncompliance Noncompliance Aggression Aggression Classroom interruptions Classroom interruptions

3. Overcorrection: 3. Overcorrection: Restitution: requires the individual to restore the environment to its original state prior to the maladaptive behavior Positive practice: the repeated practice of a positive behavior incompatible with the maladaptive behavior

example…………………… Student makes a mess of his work area Student makes a mess of his work area Restitution – student cleans his work area until it is the cleanest in the class Positive Practice – student is given responsibility of cleaning the work areas of a given number of students each day for a week

4. Time-out: withholding all reinforcement for all behavior 4. Time-out: withholding all reinforcement for all behavior

Rules for Time-out Be sure to put the student into an environment that is essentially free of reinforcement. Be sure to put the student into an environment that is essentially free of reinforcement. Be sure that the student is leaving an environment that is reinforcing to him. Be sure that the student is leaving an environment that is reinforcing to him. The student should always know how long he is in time-out for – rule of thumb: 1 minute for each of his chronological years The student should always know how long he is in time-out for – rule of thumb: 1 minute for each of his chronological years Time-out should not be used unless the student’s behavior is disruptive to the learning environment. Time-out should not be used unless the student’s behavior is disruptive to the learning environment.

The student should go to time-out under his own power. (Time wasted getting to time-out can be made up IN time-out) The student should go to time-out under his own power. (Time wasted getting to time-out can be made up IN time-out) If the student leaves time-out without your permission, he should return to time-out and time begun from zero again. If the student leaves time-out without your permission, he should return to time-out and time begun from zero again.

If the student engages in any disruptive behavior while in time- out, try to ignore it and reinforce those students who ignore it. If the student engages in any disruptive behavior while in time- out, try to ignore it and reinforce those students who ignore it. Don’t get into a dialogue with the student while he is in time-out! Don’t get into a dialogue with the student while he is in time-out! After the student returns from time-out and engages in appropriate behavior, he should be reinforced immediately. After the student returns from time-out and engages in appropriate behavior, he should be reinforced immediately.

Precautions…………… Use time-out systematically (consistently with the same students, for the same behaviors, and purposefully) Use time-out systematically (consistently with the same students, for the same behaviors, and purposefully) Be accountable. Collect data on the behavior you are using time-out to weaken. Be accountable. Collect data on the behavior you are using time-out to weaken.

Example Student is disruptive (talks) during math lesson Student is disruptive (talks) during math lesson Redirection: Ask student if he has a question about the material Redirection: Ask student if he has a question about the material Reprimand: Tell student, “If you don’t stop talking and start listening………….” Reprimand: Tell student, “If you don’t stop talking and start listening………….” Response Cost: Take away points student has earned (or recess or some other entitlement) and tell him how he can earn them back

Overcorrection: Have student apologize to you and to peers for disrupting lesson (restitution) and require him to take notes during future math lessons (positive practice) Overcorrection: Have student apologize to you and to peers for disrupting lesson (restitution) and require him to take notes during future math lessons (positive practice) Time-out: Have student go to time- out for a predetermined time during which he receives no reinforcement for any behavior

Behavior Management Plan Part of the student’s IEP Part of the student’s IEP MUST be followed sequentially MUST be followed sequentially IF you find the Plan inadequate or inappropriate – see the special education teacher so that an IEP meeting can be scheduled IF you find the Plan inadequate or inappropriate – see the special education teacher so that an IEP meeting can be scheduled Remember: Collect data to support your request Remember: Collect data to support your request

Sources Kaplan, Joseph S. (1995). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school. (Third edition). Austin, TX: Pro-ed, Inc. Kaplan, Joseph S. (1995). Beyond behavior modification: A cognitive-behavioral approach to behavior management in the school. (Third edition). Austin, TX: Pro-ed, Inc.